"The standards only recognise performance at a point and don't recognise the growth to get to that point."

Another flaw in the system is the lack of consistency with marking standards, Mr Day said.

"We are still struggling to get a degree of consistency within a relatively large school," he said.

"We haven't even had time yet to go beyond our own school and assess against other teachers."

Mrs Crofskey took the lack of consistency a step further, observing that each school had its own own unique context, and that it was difficult to compare data outside of that.

"As soon as you take data and numbers and put it out on a piece of paper without the context and narratives behind a child and its environment that contributed to that learner, it becomes just data," she said.

Mr Squire agreed, saying the narrative a teacher can provide alongside a student's results was irreplaceable.

"Teachers know if a child came to school with no breakfast or has a bruise in an unusual place on the body and they factor that in," he said.

"They will tell you it doesn't affect their thinking but, sorry, it does and when assessing that child they'll know they could have done slightly better overall on a different day."